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Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 1...

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Autor principal: Qi, Xiang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7838083/
https://www.ncbi.nlm.nih.gov/pubmed/33519577
http://dx.doi.org/10.3389/fpsyg.2020.555849
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author Qi, Xiang
author_facet Qi, Xiang
author_sort Qi, Xiang
collection PubMed
description Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.
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spelling pubmed-78380832021-01-28 Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai Qi, Xiang Front Psychol Psychology Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL. Frontiers Media S.A. 2021-01-13 /pmc/articles/PMC7838083/ /pubmed/33519577 http://dx.doi.org/10.3389/fpsyg.2020.555849 Text en Copyright © 2021 Qi. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Qi, Xiang
Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai
title Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai
title_full Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai
title_fullStr Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai
title_full_unstemmed Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai
title_short Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai
title_sort effects of self-regulated learning on student’s reading literacy: evidence from shanghai
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7838083/
https://www.ncbi.nlm.nih.gov/pubmed/33519577
http://dx.doi.org/10.3389/fpsyg.2020.555849
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